Systems Engineering Competencies Framework
Systems Engineering Competencies Framework
Prepared By Representatives From:
BAE Systems
EADS Astrium
General Dynamics United Kingdom Limited
Loughborough University
Ministry of Defence
Thales
Ultra Electronics
University College London
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Acknowledgements
The ‘Systems Engineering Competencies Framework’ (Phase 1 Working Group) and ‘Guide to
Competency Evaluation’ (Phase 2 Working Group) have been produced from the output of a
number of INCOSE UK Advisory Board (UKAB) workshops attended by the following people:
BAE Systems - Samantha Brown (Phase 1), Ayman El Fatatry (Phase 1 & 2), Sue Goodlass
(Phase 2)
EADS Astrium - Les Oliver (Phase 1 & 2)
Elipsis Ltd. – Allen Fairbairn (Phase 2)
General Dynamics United Kingdom Limited - Sandra Hudson (Phase 1 & 2)
Loughborough University - John Hooper (Phase 1 & 2)
Ministry of Defence - Keith Barnwell (Phase 1), David Hawken (Phase 2)
Qinetiq – Stuart Arnold (Phase 2)
Sula Systems - Doug Cowper (Phase 1)
Thales - Richard Allen-Shalless (Phase 1 & 2), Jocelyn Stoves (Phase 1 & 2)
Ultra Electronics - Shane Bennison (Phase 2)
University College London - Alan Smith (Phase 1 & 2), Ady James (Phase 2)
The information contained in this document is the intellectual property of these organisations and
has been made freely available to the systems engineering community.
This document may be copied in whole or in part with acknowledgement to INCOSE UK
Advisory Board and attribution to the original authors.
Feedback on the content, and on experience of use, should be provided to Sandra Hudson,
sandra.hudson@generaldynamics.uk.com, or to any of the individuals named above.
A feedback form will also be provided on the INCOSE UK Web site, www.incose.org.uk .
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Contents
1
Introduction .............................................................................................................................. 4
1.1
What Is Systems Engineering? ......................................................................................... 4
1.2
Systems Engineering Competencies Objective ................................................................ 4
1.3
Systems Engineering Competency Development ............................................................ 5
1.4
Systems Engineering Ability............................................................................................ 6
2
System Engineering Competencies .......................................................................................... 7
2.1
Competency Framework .................................................................................................. 7
2.2
Competency Table Format ............................................................................................... 8
2.3
Competency Titles............................................................................................................ 9
3
Guidance for Using The Systems Engineering Competencies ............................................... 32
3.1
Individual Professional Development ............................................................................ 32
3.2
Enterprise ability Development ...................................................................................... 32
3.3
Academic/Training Provider Educational Programme Development ............................ 32
3.4
What Level Of Competency Is Required By A ‘Systems Engineer’? ........................... 33
Appendix A – Example List Of Supporting Techniques ............................................................... 34
Appendix B – Example List of Basic Skills and Behaviours ......................................................... 36
Annex 1 - Guide to Competency Evaluation …………………………………………………….37
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1 Introduction
The purpose of this document is to provide a set of Competencies for Systems Engineering and a
competency framework to enable both employers and employees to define the required systems
engineering skills needed from both individuals and teams. This document is intended as a
framework and will require tailoring to meet the needs of individual enterprises. The focus of this
document is on the Competencies of Systems Engineering rather than the Competencies of a
Systems Engineer.
1.1 What Is Systems Engineering?
“Systems Engineering is an interdisciplinary approach and means to enable the realization of
successful systems. It focuses on defining customer needs and required functionality early in the
development cycle, documenting requirements, then proceeding with design synthesis and system
validation while considering the complete problem:
 Cost & Schedule
 Performance
 Test
 Manufacturing
 Training & Support
 Operations
 Disposal.
Systems Engineering integrates all the disciplines and specialty groups into a team effort forming
a structured development process that proceeds from concept to production to operation. Systems
Engineering considers both the business and the technical needs of all customers with the goal of
providing a quality product that meets the user needs.”
Definition of the International Council on Systems Engineering (INCOSE).
1.2 Systems Engineering Competencies Objective
An issue identified by the INCOSE UK Advisory Board (UKAB) was the inability of individuals
and enterprises to identify the competencies that are required to conduct good systems
engineering. Some enterprises found that they “did not know what it is they did not know” about
systems engineering and that individuals did not have a clear career path to become a “chartered
systems engineer”.
The objective determined by the INCOSE UKAB was ‘to have a measurable set of competencies
for systems engineering which will achieve national recognition and will be useful to the
enterprises represented by the UKAB’. To achieve this objective it is recognised that
collaboration with other interested Systems Engineering bodies is essential.
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1.3 Systems Engineering Competency Development
The competencies described in this document are those predominantly associated with Systems
Engineering, rather than those which overlap with other areas, for example Project Management.
These overlapping competencies are already defined by their respective professional bodies, for
example the Association of Project Managers (APM), but may require tailoring to meet the needs
of Systems Engineering.
Systems concepts
Maintaining Design
Integrity
Super-system capability
issues
Validation
Integration & Verification
Determine and manage
stakeholder requirements
Modelling and Simulation
Select Preferred
Solution
Architectural design
Enterprise
Integration
Concept generation
Enterprise and technology
environment
Transition to Operation
System
Robustness
Functional analysis
Interface Management
Planning,
monitoring and
controlling
Concurrent
engineering
Lifecycle process definition
Design for …
Integration of
specialisations
Responsibility and Influence of Primary
Organisational Roles
Process Scope of ISO/IEC 15288
Figure 1 – Mapping of Systems Engineering Competencies to the Continuum of
Business Processes and ISO/IEC 15288 (based on Arnold & Lawson, 2004).
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The systems engineering competencies developed for this guide are based on the following
systems engineering standards:
 International Standards Organisation ISO15288
 Capability Maturity Model Integration
 EIA731
 INCOSE Systems Engineering Body of Knowledge & Handbook
 NASA Handbook
 IEE/BCS Safety Competency Guidelines,
a review of systems engineering competency work conducted by:
 BAE Systems
 EADS Astrium
 General Dynamics United Kingdom Limited
 Loughborough University
 Ministry of Defence
 Thales
 University College London,
and feedback from the Systems Engineering Community.
1.4 Systems Engineering Ability
Systems Engineering ability comprises of:
• Competencies [Understanding]
• Supporting Techniques [Technical Skills]
• Basic Skills and Behaviours [Behavioural Skills]
• Domain Knowledge [Knowledge]
The terms in square brackets are the mapping of those used by the Engineering Council (UK).
The Competencies of Systems Engineering are discussed in more detail in the next section of this
document.
Supporting Techniques are the skills and techniques required to carry out the Systems
Engineering tasks. For example:
• Availability, Reliability and Maintainability Analysis
• Decision Analysis & Resolution
• Failure Analysis
• Graphical Modelling
• Human Factors
• Mathematical Modelling
• Safety Analysis
• Structured Methods
• Technical Risk and Opportunity Management
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• Technology Planning
• Testability Analysis
An advisory list is given in appendix A.
Basic Skills and Behaviours include the usual common attributes required by any professional
engineer, for example:
• Abstract Thinking
• Communicating
– Verbal, non-verbal
– Technical report writing
– Listening skills
• Developing others
• Knowing when to ask
• Knowing when to stop
• Negotiation and influencing
• Team working
An advisory list is given in appendix B.
Due to the interdisciplinary nature of Systems Engineering, Systems Engineers need particular
strengths in these skills and behaviours.
Domain Knowledge will vary from industry to industry. Domain Knowledge acknowledges that
industrial context, the specific commercial environment and types of supply chain have a big
impact on the systems engineering being conducted and that this will be specific to particular
industrial fields. It is therefore difficult to produce a generic set of competencies for domain
knowledge and will be left to the enterprise implementing these competencies to define what
domain knowledge is required.
2 System Engineering Competencies
2.1 Competency Framework
The competencies that are predominantly associated with Systems Engineering are listed below
and expanded in full in a series of competency tables. The competencies are grouped into three
themes; Systems Thinking, Holistic Lifecycle View, and Systems Engineering Management.
Systems Thinking contains the under pinning systems concepts and the system/super-system skills
including the enterprise and technology environment.
Holistic Lifecycle View contains all the skills associated the systems lifecycle from need
identification, requirements through to operation and ultimately disposal.
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Systems Engineering Management deals with the skills of choosing the appropriate lifecycle and
the planning, monitoring and control of the systems engineering process.
The distinguishing feature of Systems Engineering is its interdisciplinary nature. All these
competencies may be present in single discipline individuals, for example, Software Systems
Engineers. However, to be a “Systems Engineer” requires the definition and integration of a
system solution that comprises a number of discipline areas, for example mechanics, electronics,
software, including specialist disciplines such as human factors and electromagnetic
compatibility.
2.2 Competency Table Format
Each competency table provides:
 A description
 Why it matters
 Effective indicators of knowledge and experience
o Awareness
o Supervised Practitioner
o Practitioner
o Expert
Description explains what the competency is and provides meaning behind the title. Each title
can mean different things to different individuals and enterprises.
Why it matters indicates the importance of the competency and the problems that may be
encountered in the absence of that competency.
Effectiveness indicators of knowledge and experience given in the tables are detailed below and
are entry level requirements, i.e. an individual must satisfy all the effective indicators for a
particular level to be considered competent at that level. The time-lapse involved since a
particular effectiveness indicator was last met should be taken into consideration.
Each competency should be assessed in terms of the levels of comprehension and experience
defined by “Awareness” through to “Expert”.
Awareness
The person is able to understand the key issues and their implications. They are able to
ask relevant and constructive questions on the subject. This level is aimed at enterprise
roles that interface with Systems Engineering and therefore require an understanding of
the Systems Engineering role within the enterprise.
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Supervised Practitioner
The person displays an understanding of the subject but requires guidance and
supervision. This level defines those engineers who are “in-training” or are inexperienced
in that particular competency.
Practitioner
The person displays detailed knowledge of the subject and is capable of providing
guidance and advice to others.
Expert
The person displays extensive and substantial practical experience and applied knowledge
of the subject.
2.3 Competency Titles
The competencies of systems engineering are:
Systems Thinking
Systems concepts
Super-system capability issues
Enterprise and technology environment
Holistic Lifecycle view
Determine and manage stakeholder requirements
System Design:
Architectural design
Concept generation
Design for …
Functional analysis
Interface Management
Maintaining Design Integrity
Modelling and Simulation
Select Preferred Solution
System Robustness
Integration & Verification
Validation
Transition to Operation
Systems Engineering Management
Concurrent engineering
Enterprise Integration
Integration of specialisms
Lifecycle process definition
Planning, monitoring and controlling
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Design issues related to in-service support and disposal are addressed as part of the design for..
and transition to operation competencies. A separate competency for carrying out support and
disposal is not required as these activities will be conducted by specialisms and not systems
engineering. Integrating these specialisms as part of the system’s lifecycle is covered by the
Systems Engineering Management competency of Integration of Specialisations. The design of
support equipment, infrastructures and services can be considered as another systems engineering
design activity and this whole set of competencies are equally applicable.
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COMPETENCY AREA - Systems Thinking: System Concepts
Description:
The application of the fundamental concepts of systems thinking to systems engineering. These include understanding what a system is, its context within its
environment, its boundaries and interfaces and that it has a lifecycle.
Why it matters:
Systems thinking is a way of dealing with increasing complexity. The fundamental concepts of systems thinking involves understanding how actions and
decisions in one area affect another, and that the optimisation of a system within its environment does not necessarily come from optimising the individual
system components.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
SUPERVISED PRACTITIONER
Is aware of systems concepts.
Understands systems concepts.
Aware of the importance of;
Understands the system lifecycle in which they are
working.

system lifecycle

hierarchy of systems

system context
Understands system hierarchy and the principles of
system partitioning in order to deal with
complexity.

interfaces
Understands the concept of emergent properties.
Can identify system boundaries and understands the
need to define and manage the interfaces.
PRACTITIONER
Able to identify and manage
complexity with appropriate
techniques in order to reduce risk.
Able to predict resultant system
behaviour.
Able to define system boundaries and
external interfaces.
Able to assess the interaction
between humans and systems.
Able to guide supervised practitioner.
EXPERT
Able to review and judge the suitability
of systems solutions.
Has coached new practitioners in this
field.
Has championed the introduction of
novel techniques and ideas in this field
which produced measurable
improvements
Has contributed to best practice.
Understands how humans and systems interact and
how humans can be elements of systems.
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COMPETENCY AREA Systems Thinking : Super System Capability Issues
Description:
An appreciation of the role the system plays in the super system of which it is a part.
Why it matters:
A system is not successful unless it meets the needs of the overall super-system of which it is a part. Capturing the complete set of system requirements is not
possible unless the context of the super system is fully appreciated.
AWARENESS
Understands the concept of capability.
Understands that super-system capability
needs impact on the system development.
Appreciates the difficulties of translating
super-system capability needs into system
requirements.
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EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
SUPERVISED
PRACTITIONER
PRACTITIONER
Can describe the environment and
super system into which the system
under development is to be
delivered.
Able to identify the super system
capability issues which will affect the
design of a system and translates these into
system requirements.
Identifies, with guidance, the super
system capability issues which will
affect the design of a system.
Able to assess extent to which the
proposed system solution meets the supersystem capability, and provide advice on
trade offs.
Able to guide supervised practitioner.
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EXPERT
Has reviewed and advised on the suitability of
systems solutions.
Has coached new practitioners in this field.
Has championed the introduction of novel
techniques and ideas in this field which
produced measurable improvements
Has contributed to best practice.
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Systems Engineering Competencies Framework
COMPETENCY AREA - Systems Thinking : Enterprise & Technology Environment
Description:
The definition, development and production of systems within an enterprise and technological environment.
Why it matters:
Systems Engineering is conducted within an enterprise and technological context. These contexts impact the lifecycle of the system and place requirements and
constraints on the Systems Engineering being conducted. Failing to meet such constraints can have a serious effect on the enterprise and the value of the
system.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Aware of the influence the enterprise
(environment, objectives, social,
political, financial, cultural) has on the
definition and development of the
system.
Aware of the influence technology has
on the definition and development of
the system.
Aware of the influence the system has
on the enterprise.
Aware of the influence the system has
on technology.
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SUPERVISED PRACTITIONER
PRACTITIONER
EXPERT
Can identify, with guidance, the various
enterprise issues (markets, products,
policies, finance etc.) which interact with
the system to be developed.
Identifies the enterprise and
technology issues which will affect
the design of a system and
translates these into system
requirements.
Influences and maintains the technical capability and
strategy of their enterprise.
Can contribute, with guidance, to the
technology plan.
Able to produce and implement a
technology plan that includes
technology risk, maturity, readiness
levels and insertion points.
Able to guide supervised
practitioner.
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Recognised as an authority in technology planning
and management.
Has coached new practitioners in this field.
Has championed the introduction of novel techniques
and ideas in this field which produced measurable
improvements
Has contributed to best practice.
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COMPETENCY AREA – Holistic Lifecycle View: Determining and Managing Stakeholder Requirements
Description:
To analyse the stakeholder needs and expectations to establish and manage the requirements for a system.
Why it matters:
The requirements of a system describe the problem to be solved (its purpose, how it performs, how it is to be used, maintained and disposed of and what the
expectations of the stakeholders are). Managing the requirements throughout the lifecycle is critical for implementing a successful system.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Understands the need
for good quality
requirements.
Able to identify major
stakeholders.
Understands the
importance of
managing
requirements
throughout the
lifecycle.
Understands the need
to manage both
technical and nontechnical requirements.
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SUPERVISED PRACTITIONER
Able to identify all the stakeholders and
their sphere of influence.
PRACTITIONER
Has successfully elicited stakeholder requirements.
Has written good quality requirements.
Can support the elicitation of requirements
from stakeholders.
Able to produce a system requirements specification.
Understands the characteristics of good
quality requirements.
Able to write the requirements management plan including categorisations and
structures.
Understands methods used in
requirements gathering.
Able to define a process to manage the requirements and ensure its effective
implementation.
Understands the need for traceability
between the design and the requirements.
Can demonstrate effective assessment of the impact of change.
Understands the relationship between
requirements and acceptance.
Able to resolve and negotiate requirement conflicts in order to establish a complete and
consistent requirement set.
EXPERT
Reviews and judges the suitability of
requirements management plans.
Reviews and judges the suitability and
completeness of the requirements set.
Acknowledged as an authority in the
elicitation and management of
requirements.
Advises on the sensitive requirements
negotiations on major programmes.
Advises on the likelihood of compliance.
Able to establish acceptance criteria for interconnected requirements.
Able to advise on the validity of
requirements.
Understands the relationship between
requirements and modelling.
Identifies areas of uncertainty and risk when determining requirements.
Has coached new practitioners in this field.
Able to challenge appropriateness of requirements in a rational way.
Able to establish acceptance criteria for
simple requirements
Able to validate the requirements.
Has championed the introduction of novel
techniques and ideas in this field which
produced measurable improvements
Able to guide supervised practitioner.
Has contributed to best practice.
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COMPETENCY AREA – Holistic Lifecycle View : Systems Design – Architectural Design
Description:
The definition of the system architecture and derived requirements to produce a solution that can be implemented to enable a balanced and optimum result that
considers all stakeholder requirements (business, technical….).
Why it matters:
Effective architectural design enables systems to be partitioned into realisable system elements which can be brought together to meet the requirements.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Understands the principles of
architectural design and its role within
the lifecycle.
Aware of the different types of
architecture.
SUPERVISED PRACTITIONER
PRACTITIONER
Able to use techniques to support
architectural design process.
Able to generate alternative architectural
designs that are traceable to the requirements.
Able to support the architectural design
trade offs.
Able to assess a range of architectural
solutions and justify the selection of the
optimum solution.
Able to define a process and appropriate tools
and techniques for architectural design.
Able to choose appropriate analysis and
selection techniques
Able to partition between discipline
technologies and derive discipline specific
requirements.
EXPERT
Can demonstrate a full understanding of
architectural design techniques and their
appropriateness, given the levels of
complexity of the system in question.
Reviews and judges the suitability of
architecture designs.
Has coached new practitioners in this field.
Has championed the introduction of novel
techniques and ideas in this field which
produced measurable improvements
Has contributed to best practice.
Able to guide supervised practitioner.
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COMPETENCY AREA – Holistic Lifecycle View : Systems Design – Concept Generation
Description:
The generation of potential system solutions that meet a set of needs and demonstration that one or more credible, feasible solutions exist.
Why it matters:
Failure to explore alternative solutions may result in a non-optimal system. There may be no viable solution (e.g. technology not available).
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Understands the need to
explore alternative ways
of satisfying the need.
Understands that
alternative discipline
technologies can be used
to satisfy the same
requirement.
SUPERVISED PRACTITIONER
Able to participate in the process of
concept generation.
PRACTITIONER
Understands the strengths and weaknesses of
relevant technologies in the context of the
requirement.
Able to create a range of alternative interdisciplinary
concepts.
Able to assess the alternative solutions for feasibility,
risk, cost, schedule, technology requirements, human
factors, -ilities etc.
Able to down select to a number of possible
solutions and demonstrate that credible, feasible
solutions exists.
EXPERT
Able to guide and advise practitioners in techniques
for concept generation.
Reviews down selected concepts for credibility,
feasibility, etc.
Has coached new practitioners in this field.
Has championed the introduction of novel techniques
and ideas in this field which produced measurable
improvements
Has contributed to best practice.
Able to guide supervised practitioner.
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COMPETENCY AREA – Holistic Lifecycle View : Systems Design – Design for…..
Description:
Ensuring that the requirements of later lifecycle stages are addressed at the correct point in the system design. During the design process consideration should be
given to manufacturability, testability, reliability, maintainability, safety, security, flexibility, interoperability, capability growth, disposal, etc.
Why it matters:
Failure to design for these attributes at the correct point in the development lifecycle may result in the attributes never being achieved or achieved at escalated
cost.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
SUPERVISED PRACTITIONER
PRACTITIONER
Understands the need to design for the
requirements of later lifecycle stages.
Assists in planning for the
incorporation of later lifecycle design
attributes.
Able to identify and plan for the
incorporation of later lifecycle
design attributes at the correct
point within the design process.
Able to work with appropriate
specialists to ensure that these
design attributes are addressed.
Able to guide supervised
practitioner.
EXPERT
Able to review and judge the suitability of plans for the
incorporation of later lifecycle design attributes at the correct
point within the design process.
Able to advise on complex issues and resolve conflicting
design requirements.
Has coached new practitioners in this field.
Has championed the introduction of novel techniques and
ideas in this field which produced measurable improvements
Has contributed to best practice.
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COMPETENCY AREA – Holistic Lifecycle View : Systems Design – Functional Analysis
Description:
Analysis is used to determine which functions are required by the system to meet the requirements. It transforms the requirements into a coherent description of
system functions and their interfaces that can be used to guide the design activity that follows. It consists of the decomposition of higher-level functions to lowerlevels and the traceable allocation of requirements to those functions.
Why it matters:
Functional Analysis is a way of understanding what the system has to do. Failure to carry out this activity may result in a solution that fails to meet its key
requirements.
AWARENESS
Understands the need for Functional
Models.
Understands the relevance of the
outputs from Functional Analysis and
how these relate to the overall system
design.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
SUPERVISED
PRACTITIONER
PRACTITIONER
Able to use the tools and
techniques to conduct
Functional Analysis.
Able to define the strategy and
approach to be adopted for the
functional analysis of the system.
Can demonstrate a full understanding of the techniques and
their appropriateness, given the levels of complexity of the
system in question.
Has performed functional analysis.
Reviews and judges the suitability of functional analyses.
Able to define a process and
appropriate tools and techniques for
functional analysis.
Has coached new practitioners in this field.
Able to guide supervised practitioner.
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EXPERT
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Has championed the introduction of novel techniques and
ideas in this field which produced measurable improvements
Has contributed to best practice.
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COMPETENCY AREA – Holistic Lifecycle View : Systems Design – Interface Management
Description:
Interfaces occur where system elements interact, for example human, mechanical, electrical, thermal, data, etc. Interface Management comprises the identification,
definition and control of interactions across system or system element boundaries.
Why it matters:
Poor interface management can result in incompatible system elements (either internal to the system or between the system and its environment) which may
ultimately result in system failure or project overrun.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
SUPERVISED PRACTITIONER
Understands the need for
interface management and its
impact on the integrity of the
system solution.
Able to follow interface management
procedures.
Understands the possible
sources of complexity in
interface management, e.g.
multinational programmes,
multiple suppliers, different
domains, novel technology,
etc.
Able to identify and define simple
interfaces.
PRACTITIONER
Able to define a process and appropriate
techniques to be adopted for the interface
management of system elements.
Able to identify, define and control system
element interfaces.
Able to describe the sources of complexity for
the interface management of the system, e.g.
multinational programmes, multiple suppliers,
different domains, novel technology, etc.
Able to liaise and arbitrate where there are
conflicts in the definition of interfaces
EXPERT
Has demonstrated expertise in interface management.
Reviews and judges the suitability of interface
management strategies.
Able to negotiate on the issues of interface complexity.
Has coached new practitioners in this field.
Has championed the introduction of novel techniques
and ideas in this field which produced measurable
improvements
Has contributed to best practice.
Able to guide supervised practitioner.
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COMPETENCY AREA – Holistic Lifecycle View : Systems Design - Maintain Design Integrity
Description:
Ensuring that the overall coherence and cohesion of the “evolving” design of a system is maintained, in a verifiable manner, throughout the lifecycle, and retains
the original intent.
Why it matters:
Failure to maintain design integrity throughout the lifecycle can result in a system that fails to meet its stakeholder requirements, contains unnecessary design
features or exhibits unexpected behaviours.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Understands the need to maintain
the integrity of the design.
SUPERVISED PRACTITIONER
PRACTITIONER
EXPERT
Ability to track specific aspects of the
design to the original intent
Able to identify parameters to track
critical aspects of the design.
Supports remedial actions and change
control.
Relates the current design to the original
intent throughout the supply chain.
Understands the process of change
control and configuration management
Takes remedial actions in the presence of
inconsistencies.
Able to advise on the allocation of technical
margins.
Able to establish a system which allows
the tracking of specific aspects of the
design.
Has coached new practitioners in this field.
Able to manage and trade technical
margins both horizontally and vertically
through the hierarchy.
Reviews and judges the suitability of the complete
set of critical parameters that allows the tracking of
the system design.
Influences system trade offs.
Has championed the introduction of novel
techniques and ideas in this field which produced
measurable improvements
Has contributed to best practice.
Able to guide supervised practitioner.
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COMPETENCY AREA – Holistic Lifecycle View : Systems Design – Modelling & Simulation
Description:
Modelling is a physical, mathematical, or logical representation of a system entity, phenomenon, or process.
Simulation is the implementation of a model over time. A simulation brings a model to life and shows how a particular object or phenomenon will behave.
Why it matters:
Modelling and Simulation provides an early indication of function and performance to enable risk mitigation as well as supporting the verification and validation
of a solution. Modelling and Simulation also allows the exploration of scenarios outside the normal operating parameters of the system.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Understands the need for system
representations.
Understands the scope and limitations of
models and simulations.
SUPERVISED PRACTITIONER
PRACTITIONER
Able to use modelling and simulation
tools and techniques to represent a
system or system element.
Able to define an appropriate
representation of a system or
system element.
Understands the risks of using models
and simulations which are outside the
validated limits.
Has used appropriate
representations of a system or
system element in order to derive
knowledge about the real system.
Able to implement the strategy and
approach to be adopted for the
modelling and simulation of a
system or system element
Able to guide supervised
practitioner.
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EXPERT
Demonstrates a full understanding of complex
simulations for a system or system element.
Able to advise on the suitability and limitations of
models and simulations.
Able to define the strategy and approach to be
adopted for the modelling and simulation of a
system or system element.
Has coached new practitioners in this field.
Has championed the introduction of novel
techniques and ideas in this field which produced
measurable improvements
Has contributed to best practice.
Issue 2
Systems Engineering Competencies Framework
COMPETENCY AREA – Holistic Lifecycle View : Systems Design – Select Preferred Solution
Description:
A preferred solution will exist at every level within the system and is selected by a formal decision making process.
Why it matters:
At some point in the development lifecycle a single solution must be identified in order to engineer it. Determination of a “preferred” solution which best matches
the diverse requirements is critical to achieving stakeholder satisfaction.
AWARENESS
Understands the need to
select a preferred
solution.
Understands the
relevance of
comparative techniques
(e.g. trade studies,
make/buy, etc.) to assist
decision processes.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
SUPERVISED
PRACTITIONER
PRACTITIONER
Able to participate in the
selection of preferred
solutions.
Able to define selection criteria, weight and assess
potential solutions against selection criteria such as
technology requirements, off-the-shelf availability,
competitive considerations, performance assessment,
maintainability, capacity to evolve, standardisation
considerations, integration concerns, cost, schedule,
etc.
Able to choose the appropriate tools and techniques for
selecting the preferred solution, e.g. trade analysis,
make/buy analysis.
EXPERT
Able to guide and advise practitioners in techniques for
selection of preferred solutions.
Reviews selected solutions and the criteria for selecting the
solution.
Able to act as an arbitrator in marginal cases.
Able to carry out sensitivity analysis on selection criteria.
Able to negotiate complex trades
Has coached new practitioners in this field.
Ability to perform trade analysis and justify the result
chosen in terms that can be quantified and qualified.
Has championed the introduction of novel techniques and
ideas in this field which produced measurable improvements
Able to negotiate trades.
Has contributed to best practice.
Able to guide supervised practitioner.
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Systems Engineering Competencies Framework
COMPETENCY AREA – – Holistic Lifecycle View : System Design : System Robustness
Description:
A robust system is tolerant of misuse, out of spec scenarios, component failure, environmental stress and evolving needs.
Why it matters:
A robust system gives greater availability in practice.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Understands how the design,
throughout the lifecycle, affects the
robustness of the solution.
Aware of analytical techniques and the
importance of design integrity,
legislation, whole life costs and
customer satisfaction.
SUPERVISED PRACTITIONER
PRACTITIONER
EXPERT
Ability to use tools and techniques to
ensure delivery of robust designs.
Able to define the strategy and approach to
be adopted for ensuring system robustness.
Able to predict evolving needs and their
impact on the system.
Able to support robustness trade offs.
Able to select the appropriate techniques
for ensuring system robustness.
Reviews and advises on trade offs between
non-functional requirements, cost and
schedule.
Understands the relationship between
reliability, availability, maintainability and
safety.
Understands the operational environment
and underlying domain specific issues
related to robustness.
Able to define scenarios to determine
robustness.
Able to perform robustness trade offs.
Has coached new practitioners in this field.
Able to use scenarios to determine
robustness.
Has championed the introduction of novel
techniques and ideas in this field which
produced measurable improvements
Able to specify procurement of system
elements in terms of reliability,
availability, maintainability and safety.
Has contributed to best practice.
Able to guide supervised practitioner.
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Systems Engineering Competencies Framework
COMPETENCY AREA – Holistic Lifecycle View: System Integration & Verification
Description:
Systems Integration is a logical process for assembling the system. Systems Verification is the checking of a system against its design – “did we build the system
right?”. Systems integration and verification includes testing of all interfaces, data flows, control mechanisms, performance and behaviour of the system against the
system requirements; and qualification against the super-system environment (e.g. Electro Magnetic Compatibility, thermal, vibration, humidity, fungus growth, etc).
Why it matters:
Systems Integration has to be planned so that system elements are brought together in a logical sequence in order to avoid wasted effort.
Systematic and incremental integration and verification makes it easier to find, isolate, diagnose and correct problems. A system or system element that has not been
verified cannot be relied on to meet its requirements. Systems Verification is an essential prerequisite to customer acceptance and certification.
AWARENESS
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
SUPERVISED
PRACTITIONER
PRACTITIONER
Understands the importance
of verification against the
system requirements.
Able to conduct system
integration and test
according to the plan.
Understands the need to
integrate the system in a
logical sequence.
Able to write an integration
and verification plan for a
small non-complex system.
Aware of the need to plan for
Systems Integration and
verification.
Able to diagnose simple
faults, document,
communicate and follow
up corrective actions.
Aware of the relationship
between verification and
acceptance.
Able to trace verification requirements back to system requirements and
vice versa.
Able to write an Integration and Verification plan for a complex system,
including identification of method and timing for each activity.
Can demonstrate effective management of systems integration and
verification activities.
Able to write detailed integration & verification procedures.
Able to diagnose complex faults, document, communicate and follow
up corrective actions.
Able to plan and prepare evidence for customer acceptance and
certification.
Able to identify the integration and verification environment
EXPERT
Acts as an authority in the development of
systems integration and verification
strategies.
Reviews & judges the suitability of systems
integration and verification plans.
Able to lead complex systems integration
and verification activities.
Has coached new practitioners in this field.
Has championed the introduction of novel
techniques and ideas in this field which
produced measurable improvements
Has contributed to best practice.
Able to guide supervised practitioner.
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COMPETENCY AREA – Holistic Lifecycle View: Validation
Description:
Validation checks that the operational capability of the system meets the needs of the customer/end user – “did we build the right system?”.
Why it matters:
Validation is used to check that the system meets the needs of the customer/end user.
Failure to satisfy the customer will impact on future business. Validation provides some important inputs to future system development.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
SUPERVISED PRACTITIONER
Understands the purpose
of validation.
Able to conduct system validation
activities according to the plans.
Aware of the need for
early planning for
validation.
Able to collate validation results.
PRACTITIONER
Able to focus on customer needs and
communicate in the language of the
customer/user.
Able to trace validation requirements back to
user needs and vice versa.
Able to write validation plans for a complex
system, including identification of method and
timing for each activity.
Able to write detailed validation procedures.
Can demonstrate effective management of
systems validation activities.
Able to assess validation results.
Able to plan and prepare evidence for customer
acceptance.
Able to guide supervised practitioner.
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EXPERT
Acts as an authority in the development of validation
strategies.
Able to write validation plans for a highly complex
system.
Reviews & judges the suitability of validation plans.
Able to lead the validation activity.
Able to advise the customer on validation issues.
Conducts the sensitive negotiations in the language of the
customer/end user.
Has coached new practitioners in this field.
Has championed the introduction of novel techniques and
ideas in this field which produced measurable
improvements
Has contributed to best practice.
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Systems Engineering Competencies Framework
COMPETENCY AREA - Holistic Lifecycle View: Transition To Operation
Description:
Transition to Operation is the integration of the system into its super-system. This includes provision of support activities for example, site preparation, training,
logistics, etc.
Why it matters:
Incorrectly transitioning the system into operation can lead to misuse, failure to perform, and customer/user dissatisfaction. Failure to plan for transition to
operation may result in a system that is delayed into service/market with a consequent impact to the customer. Failure to satisfy the customer will impact on
future business.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
SUPERVISED PRACTITIONER
PRACTITIONER
EXPERT
Aware of the need to carry out
‘transition to operation’.
Able to plan simple transition to
operation activities.
Able to communicate in the vocabulary of the
user.
Able to plan and oversee highly complex
transition to operation activities.
Aware of the type of activities
required for transition to
operation.
Able to conduct ‘transition to
operation’ activities according to a
plan.
Understands the system’s contribution to the
super system.
Has successfully transitioned a system to
operation.
Able to plan and oversee a transition to
operation activity.
Has coached new practitioners in this field.
Aware of the system’s contribution to
the super system.
Able to guide supervised practitioner.
Has championed the introduction of novel
techniques and ideas in this field which produced
measurable improvements
Has contributed to best practice.
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Systems Engineering Competencies Framework
COMPETENCY AREA – Systems Engineering Management : Concurrent Engineering
Description:
Managing concurrent lifecycle activities and the parallel development of system elements.
Why it matters:
Systems engineering lifecycles involve multiple, concurrent processes which must be coordinated to mitigate risk and prevent nugatory work, paralysis and a
lack of convergence to an effective solution. Concurrency may be the only approach to meeting customer schedule or gaining a competitive advantage.
Performance can be constrained unnecessarily by allowing individual system elements to progress too quickly.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Aware that lifecycle activities and
the development of systems
elements can occur concurrently.
Aware of the advantages and
disadvantages of concurrency.
SUPERVISED PRACTITIONER
PRACTITIONER
EXPERT
Able to describe the systems
engineering lifecycle processes that are
in place on their programme.
Able to support co-ordination of
concurrent engineering activities.
Able to identify which system elements
can be developed concurrently.
Known as an authority in systems engineering
management.
Able to manage the interactions within
a systems engineering lifecycle.
Able to develop new strategies for concurrent
engineering.
Has co-ordinated concurrent activities
and dealt with emerging issues.
Able to advise customers and senior programme
managers on concurrency issues and risks.
Able to contribute to the Systems
Engineering Management Plan.
Reviews and judges the suitability of Systems
Engineering Management Plans
Able to advise on concurrency issues
and risks.
Able to influence the implementation of concurrent
engineering within the enterprise.
Able to guide supervised practitioner.
Has coached new practitioners in this field.
Has championed the introduction of novel techniques
and ideas in this field which produced measurable
improvements
Has contributed to best practice.
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Systems Engineering Competencies Framework
COMPETENCY AREA – Systems Engineering Management : Enterprise Integration
Description:
Enterprises can be viewed as systems in their own right in which systems engineering is only one element. System Engineering is only one of many activities that
must occur in order to bring about a successful system development that meets the needs of its stakeholders. Systems engineering management must support other
functions such as Quality Assurance, Marketing, Sales, and Configuration Management, and manage the interfaces with them.
Why it matters:
As enterprises become larger, more complex and the functions within the enterprise more insular, the interdependencies between the functions should be
engineered using a systems approach at an enterprise level to meet the demands of increased business efficiency.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Is aware that an enterprise is a
system in its own right.
Is aware that other functions of
the enterprise have inputs to
and outputs from the systems
engineering process.
SUPERVISED PRACTITIONER
Understands the other functions (e.g.
Quality Assurance, Marketing, Sales,
Strategic Management, Configuration
Management, Research, Human
Resources) and relationships that make
up an enterprise.
Able to manage the creation of systems
engineering products required by other
functions.
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PRACTITIONER
Able to manage the relationship between
the systems engineering function and other
elements of the enterprise.
Able to identify systems engineering
products required by other functions and
vice versa.
Able to use systems engineering techniques
to contribute to the definition of the
enterprise.
EXPERT
Acts as a consultant on business organisations.
Able to advise on the effectiveness of the enterprise as
a system.
Able to review the impact of systems engineering
capability within a business context.
Able to review the impact of inputs from other
functions on the systems engineering process.
Has coached new practitioners in this field.
Able to identify the constraints placed on
the systems engineering process by the
enterprise.
Has championed the introduction of novel techniques
and ideas in this field which produced measurable
improvements
Able to guide supervised practitioner.
Has contributed to best practice.
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Systems Engineering Competencies Framework
COMPETENCY AREA – Systems Engineering Management : Integration of Specialisms
Description:
Coherent integration of Specialisms into the project at the right time. Specialisms include Reliability, Maintainability, Testability, Integrated Logistics Support,
Producability, Electro Magnetic Compatibility, Human Factors and Safety.
Why it matters:
Specialisms support the systems engineering process by applying specific knowledge and analytical methods from a wide variety of disciplines to ensure the
resulting system is able to meet its stakeholder needs. The technical effort of Specialisms must be integrated in terms of time and content to ensure project
goals are met and the outputs generated add value commensurate with their costs.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Aware of the different specialisms.
Aware of the importance of integrating
specialisms into the project and that this is
a potential source of conflict.
Understands that the specialisms can
affect the cost of ownership.
SUPERVISED PRACTITIONER
PRACTITIONER
Understands the role and purpose of
the specialisms.
Able to manage the integration of
specialisms within a project.
Able to work with appropriate
specialists to support trade-offs.
Able to conduct trade-offs involving
conflicting demands from the
specialisms.
EXPERT
Understands primary tasks of each specialism.
Has successfully applied integration principles
across a number of specialisms
Able to resolve conflicts involving specialisms.
Understands how the specialisms affect
the cost of ownership.
Able to estimate the combined effect of the
specialisms on the cost of ownership and the
system development.
Able to identify the constraints placed
on the system development by the
needs of the specialisms.
Able to advise on the organisation of specialist
functions.
Able to guide supervised practitioner.
Has coached new practitioners in this field.
Has championed the introduction of novel
techniques and ideas in this field which produced
measurable improvements
Has contributed to best practice.
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Systems Engineering Competencies Framework
COMPETENCY AREA – Systems Engineering Management : Lifecycle Process Definition
Description:
Lifecycle Process Definition establishes lifecycle phases and their relationships depending on the scope of the project, super system characteristics, stakeholder
requirements and the level of risk. Different system elements may have different lifecycles.
Why it matters:
Lifecycle forms the basis for project planning and estimating. Selection of the appropriate lifecycles and their alignment has a large impact on and may be crucial
to project success. Ensuring co-ordination between related lifecycles at all levels is critical to the realisation of a successful system.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
AWARENESS
Aware of systems
lifecycles.
Understands the need to
define an appropriate
lifecycle process.
SUPERVISED PRACTITIONER
Understands systems engineering
lifecycle processes.
Able to support lifecycle definition
activities.
Able to describe the systems
engineering lifecycle processes that
are in place on their programme.
PRACTITIONER
Able to identify the programme, enterprise
and technology needs that affect the
definition of the lifecycle.
Able to influence the lifecycle of related
super system elements.
Able to identify dependencies and align the
lifecycles of different system elements.
Able to guide supervised practitioner.
EXPERT
Acts as an authority on lifecycle definitions and the
implication of the lifecycle on the programme.
Able to resolve conflicts between lifecycles.
Reviews and judges the suitability of the definition of
multiple concurrent lifecycles.
Able to advise programme management on the implication
of lifecycle issues including project and commercial.
Has successfully determined and documented lifecycles
matched to the needs of the programme.
Has coached new practitioners in this field.
Has championed the introduction of novel techniques and
ideas in this field which produced measurable improvements
Has contributed to best practice.
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Systems Engineering Competencies Framework
COMPETENCY AREA – Systems Engineering Management : Planning, Monitoring & Controlling
Description:
Establishes and maintains a systems engineering plan (e.g. Systems Engineering Management Plan) which incorporates tailoring of generic processes .The
identification, assessment, analysis and control of systems engineering risks. Monitoring and control of progress.
Why it matters:
It is important to identify systems engineering needs and coordinate activities through planning. The alternative to planning is chaos.
Failure to plan and monitor prevents adequate visibility of progress and, in consequence, appropriate corrective actions may not be identified and/or taken when
the project/programme’s performance deviates from that required.
AWARENESS
Understands the
importance of planning,
monitoring and
controlling systems
engineering activities.
EFFECTIVE INDICATORS OF KNOWLEDGE AND EXPERIENCE
SUPERVISED
PRACTITIONER
PRACTITIONER
Understands the role of systems
engineering planning as part of
an overall project plan.
Able to monitor progress against
the systems engineering plan.
Able to assist in the management
of systems engineering risks.
Able to plan systems engineering activities
as part of an overall project plan.
Has successfully planned, monitored and controlled complex
systems engineering activities.
Able to identify, assess, analyse and control
systems engineering risks.
Reviews and judges the suitability of systems engineering plans.
Able to influence project management in
order to secure the systems engineering
needs of the project.
Able to control systems engineering
activities by applying necessary corrective
actions.
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EXPERT
Able to advise on systems engineering risks and their mitigation.
Able to define appropriate generic systems engineering processes for
the enterprise.
Able to influence the relationship between systems engineering and
project management at the enterprise level.
Has coached new practitioners in this field.
Able to tailor systems engineering processes
to meet the needs of a specific project.
Has championed the introduction of novel techniques and ideas in
this field which produced measurable improvements
Able to guide supervised practitioner.
Has contributed to best practice.
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Systems Engineering Competencies Framework
3 Guidance for Using The Systems Engineering Competencies
This section provides guidance for using the Systems Engineering Competencies for both
individuals and enterprises. Additional guidance on the subject of engineering competencies can
be found on the websites of the Engineering Institutions and the Engineering Council (UK). For
example, the IEE:
www.iee.org/EduCareers/ProfDev/competencies.
3.1 Individual Professional Development
The competencies defined in this document should enable individual engineers to determine the
competencies and level of ability they need. This assessment will usually be in conjunction with
the types of activities and levels of performance expected by their employing enterprise and
national/international standards. This assessment should not only be a review of what is already
expected of the individual, but what their future roles and activities might be. Most enterprises
have some form of career development activity and it is envisaged that these competencies can
help towards that process.
3.2 Enterprise ability Development
One of the aims of this Systems Engineering Competency document is to provide a competency
framework that can be used to:
 Tailor/complement/supplement enterprise competency frameworks,
 Enterprise profiling,
 Team profiling,
 Job/Role descriptions,
 Recruitment,
 Identifying gaps in skill base.
An enterprise will need to review their requirements for the different competencies and
competency level and generate a profile for the skills required across the enterprise, within teams
and at an individual level. These profiles can then be mapped to existing and potential employees.
These competencies provide a framework for career development and recruitment processes.
Although this competency framework requires tailoring to individual enterprises, a general
definition of a ‘Systems Engineer’ is proposed below to enable enterprises to understand a
common level of competency for a ‘Systems Engineer’.
3.3 Academic/Training Provider Educational Programme Development
The competencies for Systems Engineering can also be used by academic institutions and
training providers to develop educational programmes in systems engineering that will provide
the raw material for enterprises.
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Systems Engineering Competencies Framework
These competencies can also be used by the engineering institutions to assess and accredit
systems engineering courses.
3.4 What Level Of Competency Is Required By A ‘Systems Engineer’?
Competency
Systems Thinking
Systems concepts
Super-system capability issues
Business and technology
environment
Holistic Lifecycle View
Determine and manage stakeholder
requirements
Integration & Verification
Validation
Transition to Operation
System Design:
Architectural design
Concept generation
Design for …
Functional analysis
Interface Management
Maintaining Design Integrity
Modelling and Simulation
Select Preferred Solution
System Robustness
Systems Engineering Management
Concurrent engineering
Enterprise Integration
Integration of specialisations
Lifecycle process definition
Planning, monitoring and controlling
Required Level
Practitioner
Practitioner
Practitioner
Compulsory
Compulsory
Compulsory
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
50% of these
competencies
should be at
Practitioner
level and the
remaining at
Supervised
Practitioner
level
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
Practitioner or Supervised Practitioner
The definition of what level of competency is required for each competency for the role of
‘Systems Engineer’ will depend upon the structure of the employing enterprise and the industrial
domain. Enterprises will need to develop a competency profile for their definition of the
‘Systems Engineer’ role. This profile will define which competencies are required and at what
level.
However, as a guide to facilitate a common understanding of what would be expected of a
‘Practicing Systems Engineer’, the following competency profile is suggested in the table above.
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Appendix A – Example List Of Supporting Techniques
This list is not exhaustive.
Category
Analysis &
Design
Supporting Techniques
Operational Analysis
Behavioural analysis
Logical Analysis
Physical Analysis
Functional Analysis
Structured Methods
Decision Analysis & Resolution
Failure analysis
Management
Lean Design
Management of Margins
Six Sigma Design
Estimating
Budgeting
Scheduling
Planning
Change Management
Configuration Management
Progress Monitoring
Technical Risk and Opportunity
Management
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Specific Techniques
Event Simulation
Transaction Analysis
N2 partitioning
DSM
Axiomatic design
Yourdon
Quality Function Deployment – QFD
SSADM
Agile methods
OOAD
Trade Studies
FMECA
FTA
FMEA
Statistical Analysis
COCOMO
COSYSMO
EVM
Material Requirements Planning (MRP)
Manufacturing Resource Planning (MRP II)
Network analysis
Schedule analysis
Critical path analysis
Earned Value management
Critical Parameter Management
PESTEL
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Category
Specialist
Modelling &
Simulation
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Supporting Techniques
Technology Planning
Specific Techniques
TRL
SRL
DML
Human Factors
Availability Reliability
Maintainability Analysis
Reliability Analysis
Testability Analysis
Safety Analysis
Security Analysis
Mathematical Modelling
Graphical Modelling
Physical Modelling
Synthetic Environments
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Appendix B – Example List of Basic Skills and Behaviours
This list is not exhaustive.
Basic Skills & Behaviour
Abstract Thinking
Developing others
Communicating
Knowing when to ask
Creativity
Negotiating
Team working
Problem solving
Decision making
Specific Techniques
Ability to see multiple perspectives
Ability to see big picture
Coaching, mentoring, training
Listening Skills
Verbal & non-verbal communication
Written
Lateral thinking, brainstorming, TRIZ,
Six thinking hats
Belbin Team Roles, Meyers-Briggs Type Indicator, TQM tools
(Cause/effect, force field, pareto etc.)
TQM tools (Cause/effect, force field, pareto etc.)
SWOT analysis
PESTEL analysis
Decision Trees
Risk/benefit analysis
Pareto analysis, pair-wise comparison, Decision Trees, Force field
analysis, six thinking hats
Objectivity
Knowing when to stop
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Annex 1 – Guide to Competency Evaluation
Output of the Phase 2 WG – to be added at a later date
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